Stage 1- (Desired Results)
Established Goal(s): Include content standards, CCSS, course or program objectives, learning outcomes, etc.
Writing Standard 4: Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1-3 above.)
Reading Standard 4: Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
CC.9-12.A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
CCSS: A-REI.4b Solve quadratic equations by inspection, taking square roots, completing the square, the
quadratic formula and factoring, as appropriate to the initial form of the equation.
Understanding(s): Students will understand that(big ideas)
Essential Question(s):
Factoring is a way to help simplify quadratics into a form that will be What is the purpose of factoring?
easier to solve.
Not all quadratics are factorable
We can factor more than just quadratics (we can factor anything
with degree of at least 2)
Students will know:
Students will be able to:
The terms GCF, monomial, polynomial, and degree
Define GCF, monomial, polynomial, and degree
The process of prime factorization
Write the prime factorization of monomials
How to find the GCF of both monomials and polynomials
Find the GCF of monomials and polynomials
How to use algebra tiles with polynomials of the form
ax^2+bx+c
Understand algebra tiles in terms of factoring ax^2+bx+c
Stage 2- (Desired Results- How do you know they know? Collecting Data)
Performance Task
-Through what
authentic
performance task(s)
will students
demonstrate the
desired
understandings?
- By what criteria
will performances
of understanding be
judged?
Other Evidence
1.GCF/Prime
Factorization
WS
Project 1- Taking equation for the area of flags to factor and solve for x in order to compare
the heights and areas of real life flags from countries around the world.
Project 2- Generate, Sort, Connect, and Elaborate strategy before evidence 2 (below) in
order to clarify any confusion on factoring before evidence 3 (quiz).
Desired Understandings: Concepts and Skills
The meaning of GCF, prime factorization, how to find
the GCF of a polynomial, and how to find the prime
factorization of monomials.
How to factor polynomials of the form x^2+bx+c
2. Factoring WS
1
All of the content from assignments 1 & 2
3. Quiz 1
How to factor polynomials of the form ax^2+bx+c
4. Factoring WS Factor perfect-square trinomials.
2
Factor the difference of two squares.
5. Special
Products WS
6. Test
Choose an appropriate method for factoring a
polynomial.
Combine methods for factoring a polynomial.
Data Collected
A set of questions on GCF and
prime factorization
A set of polynomials to factor
Grade on Quiz in SBS (1-4)
A set of polynomials (a0,1) to
factor
A set of polynomials that factor into
difference of squares and are
perfect square trinomials
Grade on the Test in SBS (1-4)
Stage 3- (Daily Instruction)
Key
Vocabulary
GCF, prime factorization, monomial, polynomial standard form, degree
Learning
Be able to:
Target(s):
Define GFC, monomial, and polynomial
W- where is Write the prime factorization and the GCF of polynomials and monomials.
lesson going
CC.9-12.A.SSE.2 Use the structure of an expression to identify ways to rewrite it.
Standard(s)
Do Now
H- hook
students
CCSS: A-REI.4b Solve quadratic equations by inspection, taking square roots, completing the square, the quadratic formula and factoring, as appropriate to
the initial form of the equation.
1. What is a GCF?
2. Add or subtract the following:
a) (2x^4+2x^2)+(3x^3+4x^2+3)
b) (x^5+2x^4)-(x^2+2x^4+3)
c) (x^4+3x^2+4x^3+x)+(-3x^2+4x^4+x+10)
3. Give an example of the distributive property and an example of the distributive property in reverse.
4. What is polynomial?
What I am doing?
Learning
Activities
E- equip
R- rethink and
revise
E- evaluate
T- tailor
instruction
O- be
organized
What the students are doing?
What data am I collecting?
1. Putting Warm-Up on board and walking around 1. Answering the questions on a separate piece of
to see how the students are doing
paper
1. How many each student is getting right
and which they are leaving blank
2. Go over warm-up answers
2. Write down correct answers and volunteer ideas
2. Which students are volunteering correct
answers and which are missing something
3. Start notes on GCF, polynomial, prime
factorization
3. Taking notes, asking questions, participating
3. Which students are volunteering correct
answers and which are missing something
4. Algebra Tiles (I do, we do, you do)
4. Doing the factoring on their papers and writing
examples in their notebooks
4. How much confusion there is to decide
how many examples to do alone vs. together
vs. separate
5. Helping with 10 questions
5.Set of 10 practice problems for the students to
work on (homework if they dont finish)
5.Are most of the answers I see correct? Are
most students getting it? Who arent?
Assignment 5 above is differentiated with the idea of ski slopes. The green set is the easiest, the blue set is where the students should be to get a 3 for SBS,
Differentiation and the black is most challenging for students looking for a 4.
Ticket out the
None just ending class with the set of 10 for homework if they dont finish..
Door
